This is designed to be used as a starter or plenary: Can you help Phineas and Ferb calculate the missing sides on the rollercoaters they are building? Dr Doofenshmirtz also needs to know if his Snailanator ray will hit Agent P.

This is for KS3 or low ability KS4 - I have put 2 versions on: one including my face and one with smileys. You can obviously swap the pictures for your own. I thought it might make simplifying expressions a bit more fun!

This KS4 quadratic graphs worksheet is Lara Croft themed. Work out the equation of the graph that needs to be programmed in to make Laura swing and then plot the other two graphs from the equations given. This is an attempt to bring quadratics into the world occupied by students.

This is a twist on revision notes. I have written some notes and given examples but there are mistakes that the students have to correct. They must therefore read the notes very carefully and a partner must check their work. The idea is derived from an idea born from a discussion on Twitter (if you're not on Twitter, seriously think about it). I have split the notes up into two bits but I have included the whole thing so that you can chop them up your own way, or change stuff if you want. It&'s a bit of an experiment and we&';ll see how it goes!

Captain America wants some new shields made. You have to calculate the area then volume of the shields. The rare alloy, vibranium, that the shields are made from is limited so using old, broken shields you have to calculate if he has enough of the alloy; this part is sectors of circles. I have intentionally split the activity into two so that you can stop after the initial areas of circles depending on the class.

All these are available for free but if you want them all in one hit then here you go. These can be used as a quick homework, plenary or starter and get students to find a punchline to a joke, a film or a song title whilst embedding their newly acquired knowledge.

This allows students to use their knowledge of y=mx+c. There are five different spiders of increasing difficulty ranging from being given the gradient and y-int then forming the equation, to being given one of those pieces of information and a point on the line to being given two points on the line. Discussion could arise over how to write the equations.

The final installment in the lame logarithms joke series and the hardest of the bunch maths-wise.

This worksheet cover negative quadratic graphs. The curves are drawn and students must find the equations using the roots. They can then solve simultaneous equations using their graphs, both y = a number and y= mx+c and we finish off with some differentiation and calculating of gradients and normals. There are 4 parts to this so you can stop or start at the appropriate level for your class.

This is a worksheet to solve quadratics graphically, incuding three horizontal lines (y = a number) and two linear functions in the form y = mx+c. The trapeze artist bit just brings in a touch of "real life". I have left this as a Word document to allow for editing. All graphs need to be plotted by the students. Slly typo corrected!

This covers adding and subtracting vectors and multiples of vectors before moving on to describing journeys using vectors. This is essentially a load of questions on vectors but they should encourage discussion in class. Typo corrected

Four matching activities where students must join the equations that match the central cloud but also solve the ones that don't match. The four tasks get increasingly difficult. This is designed as a starter, plenary or discussion type exercise where you can pick a particular matching to suit your class. At it's most challenging there are fractions involved.

Six questions and ten possible answers on bearings; this allows students to self-mark as if their answer does not appear then they need to check their work. I would tend to use these for starters or plenaries but obviously you have your own choice.

Four screens each with four questions that have the same answer but the question is missing information; can your class work out what information is missing? This is designed to create discussion (some questions have multiple answers possible) and I intend to use these as starters. Topics include gradient, equations of lines, probability, solving equations, indices and many more.

The usual activity on these but with vectors this time. Students can check that they are doing the right sort of thing as possible answers are on the sheet. Designed to be a starter/plenary.

This is a set of questions finding upper and lower bounds using a technique given to me by a colleague in calling the number you are finding the bounds for a house and working out where the fences are. I have found this technique really popular with children and better than anything I was doing before. I hope you like it too.

Having been asked to help some students (Years 9 and 10) who lacked confidence in class I decided to write these four sheets that we will go through together; the questions are designed to get increasingly difficult and to encourage questions and discussion. There are also various answers for some of the questions, another chance for a mathematical discussion. Topics covered include simplifying expressions, indices, expanding brackets (and therefore factorising) and basic algebraic fractions. The questions are varied in the hope of not allowing students to get into a rut and answer without thinking carefully. I have also introduced the word and symbol “identity”. I hope it is useful.

Four “Crack The Safe” activities on fractions: adding/subtracting, multiplying/dividing, mixed numbers and fraction of an amount. Each contains six questions and ten possible answers. The reason behind this is to allow students to check their own answers whilst the teacher can spend time with anyone who requires more help. I find these work nicely as starters or plenaries but obviously you can use them however you like.

Two “Crack The Safe” activities on rounding, estimation and bounds; the first one is simple decimal places and significant figures and the second involves bounds. These contain six questions but ten possible answers meaning that students can self-check their answers (are they in the list of possible answers?) whilst the teacher can help those who require it. I use these as starters and plenaries but that is obviously up to you.

Two “Crack The Safe” activities on indices: one on index laws and one on fractional and negative indices. These contain six questions but ten possible answers meaning that students can self-check their answers (are they in the list of possible answers?) whilst the teacher can help those who require it. I use these as starters and plenaries but that is obviously up to you.